Two assignments due Friday
•On a plain white piece of paper
–Pick one country’s colonies, English, Spanish, or French, and draw a new flag for the colony
–Consider the purpose of the colony, government, and other factors
–On the back of your flag, write a brief explanation of what you drew and how it represents the colony you chose.
On a Separate piece of paper
•Should European explorers, conquistadors, and settlers from the Age of Exploration still be glorified and celebrated in modern times?
–You must use specific information from at least 4 sources
–You must also use other information from the class
–Pick one country’s colonies, English, Spanish, or French, and draw a new flag for the colony
–Consider the purpose of the colony, government, and other factors
–On the back of your flag, write a brief explanation of what you drew and how it represents the colony you chose.
On a Separate piece of paper
•Should European explorers, conquistadors, and settlers from the Age of Exploration still be glorified and celebrated in modern times?
–You must use specific information from at least 4 sources
–You must also use other information from the class
Aztec Response
due 12/3
•Imagine that you are an advisor to Moctezuma II on the eve of the Spanish conquest. Write a letter to the emperor describing 1) the problems the Aztec Empire is facing, 2) the consequences of these problems, and 3) what should be done about them.
Your time line: fill in the following dates in colors corresponding to the movement or era they belong to (Renaissance, Reformation, etc) with a line perpendicular to the main line coming either above or below the main line, NEATLY labeled.
Renaissance: Choose, place, and label 5 important dates.
Reformation: Choose, place, and label 5 important dates (at least 1 from England and 1 from Switzerland)
Pictures: You must have 4 pictures to accompany your timeline
Renaissance: Choose, place, and label 5 important dates.
Reformation: Choose, place, and label 5 important dates (at least 1 from England and 1 from Switzerland)
Pictures: You must have 4 pictures to accompany your timeline
Explorers Map
Spices were one of the most valuable items of Europe from the 1400s to the 1600s. The same pepper you probably have at home in your shaker was worth almost as much as its weight in gold. For a long time, Italian and Muslim traders controlled the spice trade out of the east. To lower the prices, countries like Portugal, Spain, and England wanted direct access to the rich spice lands in places like China, India, and the East Indies. They sent out hundreds of explorers to sail around the world and find their own wealth in the spices.
Using the map handout and the directions below, draw the paths of various explorers of the time period on the map. Be sure to make a key at the top of your map so you know what each line represents. Also, label all of the countries that the explorers travelled to.
Portugal:
1. Locate Portugal on the map and color it, be sure to label it on your key.
2. In an effort to find a path to India over the sea, and increase Portugal’s wealth, Prince Henry funds hundreds of explorers to find a path around Africa. Finally, in 1488, Bartholomeu Diassailed south and rounded the Cape of Good Hope. Draw a solid line, using the same color, from Portugal to the Cape of Good Hope.
3. In 1498, Vasco de Gama followed Dias’ route around the Cape of Good Hope and continued all the way to Calicut, India. It was a tough 10 month journey, where he lost half his ships and men to scurvy. The trip was extremely profitable because the spices brought back were sold a 3,000% profit. With all the riches available, Portugal quickly set up trading posts all around the Indian Ocean. Draw a dotted line from Portugal, around the Cape of Good Hope, and to Calicut.
Spain
1. Locate Spain and color it a different color than Portugal and label it on your key.
2. After Portugal refused to fund his voyage, Christopher Columbus asked Spain to fund his voyage to find another route to Asia. Misguided, he thought he could sail east, travel around the world, and end up in the East Indies. After months of sailing in 1492, Columbus and his crew reached what they thought were the East Indies in Asia, so Columbus called the Native people Indians. In actuality, Columbus and his crew landed in what is present day the Bahamas. Even in later voyages, Columbus thought he was in Asia. Draw a solid line from Spain to the Bahamas.
3. Excited by the discovery of the new land, Spain set out to figure out exactly how big the Earth was. Magellan set out to sail around the world in 1519. He traveled southeast across the Atlantic Ocean, finally finding a way around South America at Cape Horn, across the Pacific Ocean, through the East Indies, around the Cape of Good Hope, and finally returning to Spain in 1522. Draw a dotted line from Spain, along the coast of Brazil, around Cape Horn, through the East Indies, around the Cape of good Hope, and finally back up to Spain.
England
1. Locate England on the map and color it a different color than Portugal and Spain and label it on your key.
2. Convinced that there is another eastern route to India, England tries to find a northern route to Asia in 1497. John Cabot set sail to find the northern passage. Instead Cabot and his crew found the present day Canadian province of Newfoundland. Instead to the riches in spices England was seeking, Cabot found rich fishing grounds. Draw a solid line from England to Newfoundland.
Using the map handout and the directions below, draw the paths of various explorers of the time period on the map. Be sure to make a key at the top of your map so you know what each line represents. Also, label all of the countries that the explorers travelled to.
Portugal:
1. Locate Portugal on the map and color it, be sure to label it on your key.
2. In an effort to find a path to India over the sea, and increase Portugal’s wealth, Prince Henry funds hundreds of explorers to find a path around Africa. Finally, in 1488, Bartholomeu Diassailed south and rounded the Cape of Good Hope. Draw a solid line, using the same color, from Portugal to the Cape of Good Hope.
3. In 1498, Vasco de Gama followed Dias’ route around the Cape of Good Hope and continued all the way to Calicut, India. It was a tough 10 month journey, where he lost half his ships and men to scurvy. The trip was extremely profitable because the spices brought back were sold a 3,000% profit. With all the riches available, Portugal quickly set up trading posts all around the Indian Ocean. Draw a dotted line from Portugal, around the Cape of Good Hope, and to Calicut.
Spain
1. Locate Spain and color it a different color than Portugal and label it on your key.
2. After Portugal refused to fund his voyage, Christopher Columbus asked Spain to fund his voyage to find another route to Asia. Misguided, he thought he could sail east, travel around the world, and end up in the East Indies. After months of sailing in 1492, Columbus and his crew reached what they thought were the East Indies in Asia, so Columbus called the Native people Indians. In actuality, Columbus and his crew landed in what is present day the Bahamas. Even in later voyages, Columbus thought he was in Asia. Draw a solid line from Spain to the Bahamas.
3. Excited by the discovery of the new land, Spain set out to figure out exactly how big the Earth was. Magellan set out to sail around the world in 1519. He traveled southeast across the Atlantic Ocean, finally finding a way around South America at Cape Horn, across the Pacific Ocean, through the East Indies, around the Cape of Good Hope, and finally returning to Spain in 1522. Draw a dotted line from Spain, along the coast of Brazil, around Cape Horn, through the East Indies, around the Cape of good Hope, and finally back up to Spain.
England
1. Locate England on the map and color it a different color than Portugal and Spain and label it on your key.
2. Convinced that there is another eastern route to India, England tries to find a northern route to Asia in 1497. John Cabot set sail to find the northern passage. Instead Cabot and his crew found the present day Canadian province of Newfoundland. Instead to the riches in spices England was seeking, Cabot found rich fishing grounds. Draw a solid line from England to Newfoundland.
English Reformation Paragraph
•Compare and contrast the motives and actions of Martin Luther in the German states and King Henry VIII in England in bringing about religious change during the Reformation.
•Assignment must have
–5 bulleted points
–Thesis statement
–Paragraph
•Assignment must have
–5 bulleted points
–Thesis statement
–Paragraph
english reformation comic
•Using the textbook pages 351-352, create a comic strip about the Reformation in England
•Your comic must explain why, how, and the outcome of Henry VIII splitting with the Catholic Church
•People/Words that must be included
–King Henry VIII
–Edward VI
–Anne Boleyn
–Catherine of Aragon
–Annul
–Mary Tudor
–Act of Supremacy
•Your comic must explain why, how, and the outcome of Henry VIII splitting with the Catholic Church
•People/Words that must be included
–King Henry VIII
–Edward VI
–Anne Boleyn
–Catherine of Aragon
–Annul
–Mary Tudor
–Act of Supremacy
How did the Renaissance change man’s view of man?
•Thesis
–Support 1(Name of Source)
–Support 2(Source)
–Support 3(Source)
•Paragraph
–Support 1(Name of Source)
–Support 2(Source)
–Support 3(Source)
•Paragraph
Unit 5 study guide
Unit 5- Study Guide
I. Charlemagne
a. Who was he
b. Influence
II. Feudalism
a. Reason for
b. Social/land structure
III. The Church
a. Conflicts with Kings
b. Impact on daily life
c. How they control their power
IV. Growth of Royal Power
a. England
b. France
V. Magna Carta
a. Influence
b. Why it happened
VI. Concordat of Worms
VII. Holy Roman Empire
VIII. The Crusades
a. Causes
b. Effects
IX. The Plague
a. Causes
b. Effects
X. Hundred Years War
a. Causes
b. Effects
XI. Learning, literature, and Arts
I. Charlemagne
a. Who was he
b. Influence
II. Feudalism
a. Reason for
b. Social/land structure
III. The Church
a. Conflicts with Kings
b. Impact on daily life
c. How they control their power
IV. Growth of Royal Power
a. England
b. France
V. Magna Carta
a. Influence
b. Why it happened
VI. Concordat of Worms
VII. Holy Roman Empire
VIII. The Crusades
a. Causes
b. Effects
IX. The Plague
a. Causes
b. Effects
X. Hundred Years War
a. Causes
b. Effects
XI. Learning, literature, and Arts
Reflection- PAge 134
Due 10/30
•What does the Cause and Effect chart mean? What do you think the impact of this is? Who do you think has more power now? How can you tell? 5-10 quality sentences
Two column notes- page 130
due 10/28
In your notebook on page 130, watch the video above and take two-column notes. Fold the page in half and on the left side, take notes on the video of important ideas, dates, people, and other relevant information. On the right side, you must have at least 8 comments or questions you might have.
Notes From Video (bulleted list)
|
Comments or Questions
|
unit 5 Notebook Set up
Pages 120-121
Title Page Unit 5 Rise of Europe and the Middle Ages |
Pages 122-123
Aha thesis What happened in Europe during the Middle Ages and what is the historical significance? |
Pages 124-125
Vocab Pages Common Law •Crusade •Lay Investure •Flying Buttress •Vernacular •Epidemic •Inflation •Medieval •Feudalism •Chivalry •Serf •Excommunication •Anti-Semitism •Guild •Apprentice |
Islamic Influence- PAge 118
Due 10/16
•How has the Islamic Empire influenced modern society? Give at least 2 specific ways.
•
•Give a reason, then give how exactly that has influenced the modern world.
•
•Give a reason, then give how exactly that has influenced the modern world.
Muslim Conquests in Europe
In less than 100 years, Muslim warriors conquered lands for Islam from Persia to Spain. Muslims then pushed further into Europe. Their incursion into Western Europe was stopped in France. Their invasion from the east was finally halted at the gates of Vienna.
In the seventh century, the two major powers in Middle East were the Persian and Byzantine empires. Between them was the Arabian Peninsula, populated by nomadic Bedouin tribes often at war with one another. In the towns that sprouted beside the desert oases, some inhabitants were Christians and Jews. Most of them, however, were pagan and worshipped many gods. A caravan trader named Muhammad, who was from Mecca in Arabia, traveled through these towns. Around the year 610, he began preaching a new religion in Mecca. He said to his followers that the angel Gabriel had visited him and told him there was only one God and that Muhammad was to be his last prophet. (Previous prophets included Abraham, Moses, Jesus, and others.)
God's words, as related by the angel to Muhammad, were eventually written down in verses that became the Koran. This holy book and the sayings of Muhammad (called the Sunna) formed the basis of the new religion, called Islam. In Arabic, Islam means "to submit" to God. (The Arabic word for "God" is Allah.)
Muhammad did not attract much support in Mecca. In fact, his preaching against the corrupt practices of traders earned him many enemies in a city whose wealth depended on trade. Warned of an attempt on his life in 622, he fled to the town of Medina. Torn apart by political struggles, Medina had invited him to rule it. Muhammad took control of the town and unified it under Islam. Local tribes flocked to convert to Islam. Within seven years, he led warriors back to Mecca and conquered it. By the time of his death, he had succeeded in unifying most of Arabia under Islam, personally leading about 20 military campaigns against pagan Arab tribes. Because Muhammad held both religious and political authority, the Koran and Sunna did not just contain religious teachings. They also set down civil and criminal laws (collectively known as the Sharia).
From Arabia to Spain
After Muhammad died in 632, he was succeeded by a leader called a caliph (meaning "successor"). The caliph was the political and religious leader, but was not a prophet. The first caliph faced the daunting task of keeping all the Bedouin tribes under his control, but a war of "reconversion" succeeded. Then to keep the warrior Bedouins from fighting each other, subsequent caliphs launched military operations beyond Arabia. Over a period of about 30 years, Arab warriors, riding fast horses and camels, conquered the entire Persian empire and much of the Byzantine. The conquered lands included Egypt, Syria, Iran, Iraq, and much of Afghanistan and Baluchistan.
Arab warriors were filled with confidence that God destined them for victory. They believed that if they died in battle for God, they would become martyrs, rewarded for eternity in paradise. They did not fear death, which made them fierce fighters. Those Arab warriors who survived battle benefited from the loot, women, and slaves they captured. The caliph was always entitled to one-fifth of the spoils of war.
The people conquered by the Muslims usually faced a choice. They could denounce their religion and convert to Islam, pay a tax to continue practicing their beliefs, become a slave, or be executed. Most chose to convert. But many people paid the tax.
In time, the tax proved such a lucrative source of revenue that many Muslim rulers actually discouraged conversions. Those who paid the religious tax were called dhimmis. To Muslims, dhimmis were considered inferior and were treated as inferiors.
In 661, a civil war broke out over the succession of the caliph. The Umayyad family gained control of the growing Dar al-Islam, land of Islam. But this civil war marked a division within Islam that exists to this day. The vast majority of Muslims, known as Sunnis, believe that the Umayyads were the rightful successors to the caliphate. Shi'ite Muslims deny the legitimacy of the Umayyads.
The Umayyads ruled for nearly 100 years, during which the empire spread from the Middle East into Europe. Damascus in Syria served as the capital of their empire. In 670, the forces of the Umayyad caliph attacked Constantinople, in Asia Minor. It was the capital of the Christian Byzantine Empire. But after seven years of siege, the Muslims gave up their first attempt to take the city.
Meanwhile, Arab warriors swept across North Africa from Egypt to Morocco. They defeated the Byzantines and converted the Berber tribes (also known as Moors).
The Muslim governor of North Africa then planned to invade Christian Europe. In 711, a Muslim fleet landed on the Iberian Peninsula (the site of modern-day Spain and Portugal). The invaders met forces sent by Rodrigo, the Visigoth Christian king. Outnumbered, the Muslims still defeated King Rodrigo. The Arab and Berber cavalry went on to capture most of Iberia for Islam by 715.
Charles of the Franks
Following the collapse of the Roman Empire, Europe in the 700s was divided into numerous kingdoms and even smaller dukedoms that were almost always at war with each other. No unified nations existed. Most living in Europe were Christians, but some peoples still practiced pagan religions.
The Kingdom of the Franks, a loose confederation of dukedoms, occupied lands that would later become France and part of Germany. Power rested in the hands of the local dukes and their noblemen followers. They acknowledged a Frankish king, but he was little more than their puppet. The Franks had been converted to Christianity 200 years earlier.
Charles was the illegitimate son of the Franks' King Pippin II. When Pippin died in 714, his wife, Plectrude, imprisoned Charles to assure that her grandson, then a small child, would become king. But Charles soon escaped.
Plectrude came under attack by several dukedoms in the Frankish kingdom. Charles, however, raised a small fighting force to confront them. In his first battle, Charles was defeated. But this would be his last defeat. Plectrude bribed the invaders to cease their attack, but on their way home, Charles ambushed them and killed many.
Charles then went on the offensive and invaded his enemies' territory. After winning several battles, he returned home to confront Plectrude. In 717, he installed his own puppet king and made himself "Mayor of the Palace," the power behind the throne.
For the rest of his life, Charles was engaged in constant warfare throughout the Frankish kingdom. He assembled a formidable army of experienced fighters who received land from Charles in exchange for their loyalty. Charles went to war to take land, sometimes from churches and monasteries, which enabled him to increase his army.
The Battle of Tours
While Charles and the other Franks were fighting one another, the Muslims in Iberia were preparing to fight the Franks. In 721, they mounted raids across the Pyrenees Mountains into Aquitaine, the southernmost dukedom of the Franks. Duke Eudo of Aquitaine defeated the Muslims in one battle, but they continued their raids. The Muslim cavalry looted and burned churches, monasteries, and entire cities.
Around 732, the Muslim governor in Iberia, Abd ar-Rahman, led thousands of horsemen and their families into Aquitaine once again. They killed, burned, and looted as they went. After crushing Duke Eudo in battle, Abd ar-Rahman sacked the city of Bordeaux and burned the cathedral at Poitiers.
Duke Eudo, a longtime enemy of Charles, had to call upon him for help to stop the Muslim invaders. Charles responded quickly, and an epic battle soon took place near Tours. It is known as the Battle of Tours (also as the Battle of Poitiers).
There are many uncertainties about this battle. We are not sure exactly where it took place, the length of it, the number of combatants, the tactics used, or even the year in which it occurred (732 or 733). But we do know that a major battle took place and the Franks led by Charles won.
The Battle of Tours was apparently a clash between Abd ar-Rahman's cavalry and Charles' infantry. The Muslim horsemen attacked numerous times with swords and spears against the Franks in square formations, fighting with battleaxes, spears, and massive broadswords.
Only a few accounts of the battle were written down at the time. A Frankish chronicle related that Charles "rushed in against them," perhaps indicating that he also used cavalry. "With Christ's help," the chronicle says, "he overturned their tents, and hastened to battle to grind them small in slaughter." The Muslims may have turned from battle to protect their families and loot-filled tents. In the confusion, Abd ar-Rahman was speared to death.
Charles did not pursue the Muslims as they burned and plundered their way back to Iberia. The Battle of Tours came to be known in the West as the great battle that stopped the Muslim advance. To Muslims, it was a minor battle.
Muslim forces continued to mount raids north of the Pyrenees. These raids only ended after 740, when the Berbers revolted in Iberia and North Africa.
Charles continued warring against his Frankish rivals, but with the added glory as the savior of Christendom. Charles was later given the name Martel, meaning "The Hammer." His grandson, Charles the Great (Charlemagne), finally unified most of Western Europe under his rule.
The Muslims, however, remained in Iberia for another 700 years. Their influence on the country remains today. The Spanish language contains many words derived from Arabic, e.g., alcalde (mayor), azúcar (sugar), café (coffee), chisme (gossip), hasta (until), ricón (corner), and cero (zero). Many Spanish buildings show the influence of Islamic architecture, which Spain brought to the New World and can be seen throughout Latin America and the Southwestern United States.
In 1492, the same year as Columbus' voyage to the New World, Christians finally reconquered all of Spain. They expelled the Jews and Muslims who refused to convert to Christianity.
In less than 100 years, Muslim warriors conquered lands for Islam from Persia to Spain. Muslims then pushed further into Europe. Their incursion into Western Europe was stopped in France. Their invasion from the east was finally halted at the gates of Vienna.
In the seventh century, the two major powers in Middle East were the Persian and Byzantine empires. Between them was the Arabian Peninsula, populated by nomadic Bedouin tribes often at war with one another. In the towns that sprouted beside the desert oases, some inhabitants were Christians and Jews. Most of them, however, were pagan and worshipped many gods. A caravan trader named Muhammad, who was from Mecca in Arabia, traveled through these towns. Around the year 610, he began preaching a new religion in Mecca. He said to his followers that the angel Gabriel had visited him and told him there was only one God and that Muhammad was to be his last prophet. (Previous prophets included Abraham, Moses, Jesus, and others.)
God's words, as related by the angel to Muhammad, were eventually written down in verses that became the Koran. This holy book and the sayings of Muhammad (called the Sunna) formed the basis of the new religion, called Islam. In Arabic, Islam means "to submit" to God. (The Arabic word for "God" is Allah.)
Muhammad did not attract much support in Mecca. In fact, his preaching against the corrupt practices of traders earned him many enemies in a city whose wealth depended on trade. Warned of an attempt on his life in 622, he fled to the town of Medina. Torn apart by political struggles, Medina had invited him to rule it. Muhammad took control of the town and unified it under Islam. Local tribes flocked to convert to Islam. Within seven years, he led warriors back to Mecca and conquered it. By the time of his death, he had succeeded in unifying most of Arabia under Islam, personally leading about 20 military campaigns against pagan Arab tribes. Because Muhammad held both religious and political authority, the Koran and Sunna did not just contain religious teachings. They also set down civil and criminal laws (collectively known as the Sharia).
From Arabia to Spain
After Muhammad died in 632, he was succeeded by a leader called a caliph (meaning "successor"). The caliph was the political and religious leader, but was not a prophet. The first caliph faced the daunting task of keeping all the Bedouin tribes under his control, but a war of "reconversion" succeeded. Then to keep the warrior Bedouins from fighting each other, subsequent caliphs launched military operations beyond Arabia. Over a period of about 30 years, Arab warriors, riding fast horses and camels, conquered the entire Persian empire and much of the Byzantine. The conquered lands included Egypt, Syria, Iran, Iraq, and much of Afghanistan and Baluchistan.
Arab warriors were filled with confidence that God destined them for victory. They believed that if they died in battle for God, they would become martyrs, rewarded for eternity in paradise. They did not fear death, which made them fierce fighters. Those Arab warriors who survived battle benefited from the loot, women, and slaves they captured. The caliph was always entitled to one-fifth of the spoils of war.
The people conquered by the Muslims usually faced a choice. They could denounce their religion and convert to Islam, pay a tax to continue practicing their beliefs, become a slave, or be executed. Most chose to convert. But many people paid the tax.
In time, the tax proved such a lucrative source of revenue that many Muslim rulers actually discouraged conversions. Those who paid the religious tax were called dhimmis. To Muslims, dhimmis were considered inferior and were treated as inferiors.
In 661, a civil war broke out over the succession of the caliph. The Umayyad family gained control of the growing Dar al-Islam, land of Islam. But this civil war marked a division within Islam that exists to this day. The vast majority of Muslims, known as Sunnis, believe that the Umayyads were the rightful successors to the caliphate. Shi'ite Muslims deny the legitimacy of the Umayyads.
The Umayyads ruled for nearly 100 years, during which the empire spread from the Middle East into Europe. Damascus in Syria served as the capital of their empire. In 670, the forces of the Umayyad caliph attacked Constantinople, in Asia Minor. It was the capital of the Christian Byzantine Empire. But after seven years of siege, the Muslims gave up their first attempt to take the city.
Meanwhile, Arab warriors swept across North Africa from Egypt to Morocco. They defeated the Byzantines and converted the Berber tribes (also known as Moors).
The Muslim governor of North Africa then planned to invade Christian Europe. In 711, a Muslim fleet landed on the Iberian Peninsula (the site of modern-day Spain and Portugal). The invaders met forces sent by Rodrigo, the Visigoth Christian king. Outnumbered, the Muslims still defeated King Rodrigo. The Arab and Berber cavalry went on to capture most of Iberia for Islam by 715.
Charles of the Franks
Following the collapse of the Roman Empire, Europe in the 700s was divided into numerous kingdoms and even smaller dukedoms that were almost always at war with each other. No unified nations existed. Most living in Europe were Christians, but some peoples still practiced pagan religions.
The Kingdom of the Franks, a loose confederation of dukedoms, occupied lands that would later become France and part of Germany. Power rested in the hands of the local dukes and their noblemen followers. They acknowledged a Frankish king, but he was little more than their puppet. The Franks had been converted to Christianity 200 years earlier.
Charles was the illegitimate son of the Franks' King Pippin II. When Pippin died in 714, his wife, Plectrude, imprisoned Charles to assure that her grandson, then a small child, would become king. But Charles soon escaped.
Plectrude came under attack by several dukedoms in the Frankish kingdom. Charles, however, raised a small fighting force to confront them. In his first battle, Charles was defeated. But this would be his last defeat. Plectrude bribed the invaders to cease their attack, but on their way home, Charles ambushed them and killed many.
Charles then went on the offensive and invaded his enemies' territory. After winning several battles, he returned home to confront Plectrude. In 717, he installed his own puppet king and made himself "Mayor of the Palace," the power behind the throne.
For the rest of his life, Charles was engaged in constant warfare throughout the Frankish kingdom. He assembled a formidable army of experienced fighters who received land from Charles in exchange for their loyalty. Charles went to war to take land, sometimes from churches and monasteries, which enabled him to increase his army.
The Battle of Tours
While Charles and the other Franks were fighting one another, the Muslims in Iberia were preparing to fight the Franks. In 721, they mounted raids across the Pyrenees Mountains into Aquitaine, the southernmost dukedom of the Franks. Duke Eudo of Aquitaine defeated the Muslims in one battle, but they continued their raids. The Muslim cavalry looted and burned churches, monasteries, and entire cities.
Around 732, the Muslim governor in Iberia, Abd ar-Rahman, led thousands of horsemen and their families into Aquitaine once again. They killed, burned, and looted as they went. After crushing Duke Eudo in battle, Abd ar-Rahman sacked the city of Bordeaux and burned the cathedral at Poitiers.
Duke Eudo, a longtime enemy of Charles, had to call upon him for help to stop the Muslim invaders. Charles responded quickly, and an epic battle soon took place near Tours. It is known as the Battle of Tours (also as the Battle of Poitiers).
There are many uncertainties about this battle. We are not sure exactly where it took place, the length of it, the number of combatants, the tactics used, or even the year in which it occurred (732 or 733). But we do know that a major battle took place and the Franks led by Charles won.
The Battle of Tours was apparently a clash between Abd ar-Rahman's cavalry and Charles' infantry. The Muslim horsemen attacked numerous times with swords and spears against the Franks in square formations, fighting with battleaxes, spears, and massive broadswords.
Only a few accounts of the battle were written down at the time. A Frankish chronicle related that Charles "rushed in against them," perhaps indicating that he also used cavalry. "With Christ's help," the chronicle says, "he overturned their tents, and hastened to battle to grind them small in slaughter." The Muslims may have turned from battle to protect their families and loot-filled tents. In the confusion, Abd ar-Rahman was speared to death.
Charles did not pursue the Muslims as they burned and plundered their way back to Iberia. The Battle of Tours came to be known in the West as the great battle that stopped the Muslim advance. To Muslims, it was a minor battle.
Muslim forces continued to mount raids north of the Pyrenees. These raids only ended after 740, when the Berbers revolted in Iberia and North Africa.
Charles continued warring against his Frankish rivals, but with the added glory as the savior of Christendom. Charles was later given the name Martel, meaning "The Hammer." His grandson, Charles the Great (Charlemagne), finally unified most of Western Europe under his rule.
The Muslims, however, remained in Iberia for another 700 years. Their influence on the country remains today. The Spanish language contains many words derived from Arabic, e.g., alcalde (mayor), azúcar (sugar), café (coffee), chisme (gossip), hasta (until), ricón (corner), and cero (zero). Many Spanish buildings show the influence of Islamic architecture, which Spain brought to the New World and can be seen throughout Latin America and the Southwestern United States.
In 1492, the same year as Columbus' voyage to the New World, Christians finally reconquered all of Spain. They expelled the Jews and Muslims who refused to convert to Christianity.
Pompeii Letter, page 72
- Create a list of 4 reasons to allow business to own a block of Pompeii
- Create a list of 4 reasons to make it more traditional with a visitors center for preservation
- Write a letter to the Italian Minister of Culture expressing which option you think is the best
Plebeians and patricians
Use the text below to answer the following questions. Answer the questions on page 69 of your notebook.
1. What were the differences between being a patrician or a plebeian?
2. After Rome overthrew the Etruscan king, Tarquinius Superbus, they set up a republic. How did this form of government work?
3. How is Rome's republican government different that what we have in the United States today?
4. What was the Conflict of Orders and what did the Plebeians do in protest?
5. What changes were made to the government to resolve this conflict and placate (make happy) the plebeians?
1. What were the differences between being a patrician or a plebeian?
2. After Rome overthrew the Etruscan king, Tarquinius Superbus, they set up a republic. How did this form of government work?
3. How is Rome's republican government different that what we have in the United States today?
4. What was the Conflict of Orders and what did the Plebeians do in protest?
5. What changes were made to the government to resolve this conflict and placate (make happy) the plebeians?
•On your paper, you will make a flag for the Athens or Sparta
•Your flag must represent the government and life of your city state
•You will be graded in the following
–Neatness, colorful
–Creativity
–Clear message for which City-State
•Your flag must represent the government and life of your city state
•You will be graded in the following
–Neatness, colorful
–Creativity
–Clear message for which City-State
•Use maps on pages 106, 111, 1006
•Label the following:
–Adriatic Sea
–Aegean Sea
–Mediterranean Sea
–Athens
–Thebes
–Sparta
–Mount Olympus
–Thermopylae
Questions:
1. Describe the geography of Greece.
2. How might the geography of Greece influence its development?
•Label the following:
–Adriatic Sea
–Aegean Sea
–Mediterranean Sea
–Athens
–Thebes
–Sparta
–Mount Olympus
–Thermopylae
Questions:
1. Describe the geography of Greece.
2. How might the geography of Greece influence its development?
Review
Make a list of 5 artifacts in the room right now. Then describe what these artifacts might tell archaeologist of the future about education in our time.
Sumerian
“I recite my tablet, ate my lunch, prepared my new tablet, wrote it, finished it. Then they assigned me my oral work, an in the afternoon they assigned me my written work. When school was dismissed, I went home, entered the house, and found my father sitting there. I told my father of my written work, then recited my tablet to him, and my father was delighted… When I awoke early in the morning, I faced my mother and said to her: ‘Give me my lunch, I want to go to school.’ My mother gave me two rolls and I set out… In school, the monitor in charge of punctuality said to me, ‘Why are you late?’ Afraid and with a pounding heart, I entered before, my teacher and made a respectful curtsey.”
- Quoted in History Begins at Sumer
1. What invention of the Sumerians allowed this account to be preserved?
2. What type of school work was assigned to Sumerian students?
3. What seems to be the attitude of the Sumerian student toward (a) his mother, (b) his father?
4. Would you consider this account a reliable source of information about Sumerian education and family life? Explain.
Create an illustration of the Aryan Civilization. Include where they were located, social structure, and religious beliefs.
1. Is the U.S. a civilization according to the eight characteristics explained in class? Provide examples for each characteristic.
2. Does a civilization, in your opinion, need to have all of the characteristics mentioned to be considered a civilization? Why or why not?
Buddhism
1. What is the Eightfold Path? How is it used?
2. For each of the following, give an example of how it can be implemented”
a. Right understanding (seeing things as they really are, not how you think they are)
b. Right speech (not lying ,being rude or abusive and not gossiping or chattering)
c. Right livelihood (earning a living without hurting others-people or animals)
d. Right mindfulness(being aware of actions, words and thoughts at all times)
Artifact Analysis: Primary Sources
This painting is on the wall of the Tomb of Sennedjem. Records show that the ancient Egyptian artisan,
Sennedjem, lived in Deir el-Medina on the west bank of the Nile, opposite Thebes, during the reigns of
Seti I and Ramesses II. He was buried along with his wife, Iy-neferti, and family in a tomb in the village
necropolis. His tomb was discovered January 31, 1886. Carefully examine this painting and answer the questions that follow:
1. What is the painting of?
2. What can this painting tell you of Egyptian culture?
3. Is this painting an example of civilization? Why or why not?
Sumerian
“I recite my tablet, ate my lunch, prepared my new tablet, wrote it, finished it. Then they assigned me my oral work, an in the afternoon they assigned me my written work. When school was dismissed, I went home, entered the house, and found my father sitting there. I told my father of my written work, then recited my tablet to him, and my father was delighted… When I awoke early in the morning, I faced my mother and said to her: ‘Give me my lunch, I want to go to school.’ My mother gave me two rolls and I set out… In school, the monitor in charge of punctuality said to me, ‘Why are you late?’ Afraid and with a pounding heart, I entered before, my teacher and made a respectful curtsey.”
- Quoted in History Begins at Sumer
1. What invention of the Sumerians allowed this account to be preserved?
2. What type of school work was assigned to Sumerian students?
3. What seems to be the attitude of the Sumerian student toward (a) his mother, (b) his father?
4. Would you consider this account a reliable source of information about Sumerian education and family life? Explain.
Create an illustration of the Aryan Civilization. Include where they were located, social structure, and religious beliefs.
1. Is the U.S. a civilization according to the eight characteristics explained in class? Provide examples for each characteristic.
2. Does a civilization, in your opinion, need to have all of the characteristics mentioned to be considered a civilization? Why or why not?
Buddhism
1. What is the Eightfold Path? How is it used?
2. For each of the following, give an example of how it can be implemented”
a. Right understanding (seeing things as they really are, not how you think they are)
b. Right speech (not lying ,being rude or abusive and not gossiping or chattering)
c. Right livelihood (earning a living without hurting others-people or animals)
d. Right mindfulness(being aware of actions, words and thoughts at all times)
Artifact Analysis: Primary Sources
This painting is on the wall of the Tomb of Sennedjem. Records show that the ancient Egyptian artisan,
Sennedjem, lived in Deir el-Medina on the west bank of the Nile, opposite Thebes, during the reigns of
Seti I and Ramesses II. He was buried along with his wife, Iy-neferti, and family in a tomb in the village
necropolis. His tomb was discovered January 31, 1886. Carefully examine this painting and answer the questions that follow:
1. What is the painting of?
2. What can this painting tell you of Egyptian culture?
3. Is this painting an example of civilization? Why or why not?
Homework
•What did you learn today?
•So what? Why is it relevant?
•Now what? Where does it fit in to what we have been learning and where are we going next?
•(I am looking for multiple sentences per question)
•
•Fill Out Aha Thesis
•So what? Why is it relevant?
•Now what? Where does it fit in to what we have been learning and where are we going next?
•(I am looking for multiple sentences per question)
•
•Fill Out Aha Thesis
Unit 1 Study Guide
•You should know…
–Difference between an archaeologist and anthropologist
–8 Traits of Civilization
–8 Traits of Egypt
–The two Chinese Dynasties we discussed
–Aryan Civilization
–Advancements of the Indus River Valley Civilization
–Contributions of the different civilizations
–Traditions of Hinduism
–Origins and traditions of Buddhism
–Civilizations of Mesopotamia and their contributions
–Caste System of India
–Difference between an archaeologist and anthropologist
–8 Traits of Civilization
–8 Traits of Egypt
–The two Chinese Dynasties we discussed
–Aryan Civilization
–Advancements of the Indus River Valley Civilization
–Contributions of the different civilizations
–Traditions of Hinduism
–Origins and traditions of Buddhism
–Civilizations of Mesopotamia and their contributions
–Caste System of India
Indus River Valley Video Notes(use the video below)
Answer these questions on page 16 of your notebook.
1. Where is the Indus River Valley located? Why was this a good location?
2. When was the civilization around?
3. Describe their cities.
4. What were seals used for? Why are they significant?
5. What happened to the Indus River Valley Civilizations? (3 reasons)
Answer these questions on page 16 of your notebook.
1. Where is the Indus River Valley located? Why was this a good location?
2. When was the civilization around?
3. Describe their cities.
4. What were seals used for? Why are they significant?
5. What happened to the Indus River Valley Civilizations? (3 reasons)
Ancient egypt Assignment
Complete the following 2 assignments on page 12 of your World History Notebook
- Imagine you are on a tour of ancient Egypt. Write a letter to your best friend at home with a detailed description of what Egypt was like.
- •Write one paragraph describing a god or goddess of Egypt and the ancient Egyptian religion. Explain who they are and what they did
8 Traits Assignment
- Pick any country outside North America
- Use the 8 Traits of Civilization to describe that country
The CIA World Fact Book is a great resource https://www.cia.gov/library/publications/the-world-factbook/
Example:
Country: Mexico
Government: President- Enrique Peña Nieto
Religion: Mostly Catholic
Personal timeline
Construct a chronological timeline of 10 events that shaped who you are as a person. Events that are deemed historically important often have one or more of the following characteristics:
2) For 3 of the events you listed, explain why this event was significant in your personal history.
-use 3-5 sentences per explanation
-each explanation should a) describe the event
b) describe how the event shaped who you’ve become
- Significant impact on those involved (at the time they were happening and/or in the future)
- Change perspective/attitudes
- Change relationships
- Well remembered
- Affect feelings/emotions in a lasting way
2) For 3 of the events you listed, explain why this event was significant in your personal history.
-use 3-5 sentences per explanation
-each explanation should a) describe the event
b) describe how the event shaped who you’ve become